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Tools For Instructional Supervision

Professional development for teachers has shifted from isolated training sessions to being integrated into daily collaboration where teachers plan, teach, assess, and analyze student data together. This new approach of job-embedded learning refers to professional growth occurring during one's regular work through daily access to materials, knowledge, and assistance from colleagues.

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Maryvic Manos Tabuelog
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227 views12 pages

Tools For Instructional Supervision

Professional development for teachers has shifted from isolated training sessions to being integrated into daily collaboration where teachers plan, teach, assess, and analyze student data together. This new approach of job-embedded learning refers to professional growth occurring during one's regular work through daily access to materials, knowledge, and assistance from colleagues.

Uploaded by

Maryvic Manos Tabuelog
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Rather than being focused on

in-service trainings where


teachers are released from
school work so they can
participate in professional
development activities,
professional development
has become integrated into
each day as teachers
collaborate to plan, teach,
assess and analyze data
about student performance.
Instructional
Supervision
Support
Intervention
Strategies
• JOB-EMBEDDED
LEARNING

Job-embedded learning,
"one of the most promising
new approaches to
professional growth in
Job-embedded
Learning
 Refers to professional
development that occurs during
the course of one’s work, where
daily access to necessary
materials, knowledge and
assistance are readily available.
• STUDY GROUP
Refers to a group of teachers
STUDY GROUPS
interested in collegial study
SHALLand
action. They meet toINstudy
BE CONDUCTED THE and
support
SCHOOL one
AT another as theyA
LEAST TWICE
design curriculum
MONTH. and
instruction innovations.
• ACTION
RESEARCH
Is a process of asking important
questions and looking for answers
from data in a methodical way.
seeks transformative change
through the simultaneous process of
taking action and doing research,
which are linked together by critical
• PEER COACHING
Enables teachers to consult with
one another, discuss and share
teaching practices that increase
student learning, observe one
another’s classrooms, promote
collegiality and help ensure
quality teaching for all students.
• MENTORING
Isa supervisory procedure
where the instructional
supervisor, school head, master
teacher or a teacher who is
more skilled helps or guide
another teacher for professional
• CONFERENCING
CONFERENCING STRATEGIES
• ItMake
 is a suggestions
follow conference
for improvement
of instruction
between a school head and a
• Visit classrooms and give feedback
teacher.
• Using Inquiry – ask questions about
Helps to identify,
the teachers methodslabel and
•explain
Soliciting advice and opinions
the teacher’s effectivefrom
teachers
instructional behaviors in class.
• CLASSROOM
Are brief visits to classrooms
WALKTHROUGHS
throughout the school,
conducted on a frequent basis.
Designed to collect patterns of
data that can help members of
the PLC to continually improve
their teaching.
• CLINICAL SUPERVISION
is a process by which a teacher
receives individualized support
to enhance their instruction in
order to improve education for
all students. 

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